Personal rronoun errors found in descriptive texts written by English Department Writing B students

Students in the English department of Widya Mandala Catholic University are expected to master English, one of the examples of mastering English is by writing. Descriptive text is a kind of text in which the writer gives detail information or characteristics of a person, place, object, or anything else. The purpose in writing descriptive text is to bring all the aspects in descriptive story such as object, place, person to life for the reader. Personal pronoun is pronoun that primarily replaces things based on their status – 1st person, 2nd person, or 3rd person. In descriptive text, personal pronouns are often used to replace a certain noun, but some of the teacher candidates in English Education Study Program still commit mistakes in using personal pronouns. Through this research, the writer aims to find out the types of personal pronoun errors the writing B students made in their descriptive texts, the most common mistake from the types of personal pronoun errors occurred in Writing B students’ descriptive texts, and possible sources of error that the students encounter. The method used in this research is a non-experimental study using descriptive study. The subject of the study is the 43 writing B students’ descriptive texts on final exam. The research instruments in this research are the students’ final exams and a triangulator. The writer identifies, analyzes, and classifies the personal pronouns errors occurred in the students’ descriptive text Then, the writer will conduct some interview sessions for students of each class whose works contain a lot of personal pronoun errors. The result of this study shows that the errors of subjective pronoun (44%), objective pronoun (22,5%), possessive adjective (31,5%), possessive pronoun (1%), and reflexive pronoun (1%). The most common error is subjective pronoun which represents 44% of total errors. There are 5 possible causes the first one is the students often focus more on the content rather than the grammar, the second one is the students lack of time, the third one is the students lack of grammar mastery, the fourth one is the students do not self-proofread, and the last one is the students’ inconsistency in using subject and pronoun